Effects of Online Teaching during the COVID-19 Pandemic on Nursing Students’ Intention to Join the Nursing Workforce: A Cross-Sectional Study
Abstract
:1. Introduction
2. Materials and Methods
2.1. Study Design
2.2. Participants and Recruitment
2.3. Sample Size
2.4. Measures
2.5. Data Collection
2.6. Ethical Consideration
2.7. Statistical Analysis
3. Results
3.1. Analysis of Differences between Demographic Characteristics of Participants and Various Scales
3.2. Distribution of Scores for Each Scale
3.2.1. Attitude toward the Online Courses
3.2.2. Computer Equipment and Operation Skills
3.2.3. Perspective on Achieving the Learning Objective
3.2.4. Intention to Join the Nursing Workforce in the Future
3.3. Correlation Analysis of Each Scale
3.4. Analysis of the Responses to the Open-Ended Questions
- Question 1—Can online courses fully replace traditional face-to-face teaching during the COVID-19 pandemic? Why?” (Table 7)
“I just started the clinical practice when the pandemic spread. Many in-person interactions cannot be replaced by online interactions, and patient care and assessment cannot be instructed or practiced through online courses because clinical practice is really important for nursing students. Nursing techniques can’t be mastered without clinical practice.” (No. 326)
“There are many uncertain factors online, such as Internet crash or disconnection. Network problems often occur, so I can’t communicate with the teacher. Sometimes, Internet lag occurs, resulting in a poor effect of online learning compared with face-to-face learning. That’s even worse, if the teacher has prerecorded the video, because that means the teacher has no interaction with us at all, and we do not want to ask questions.” (No. 85)
- Question 2—What are the advantages of the online nursing courses?”
- Question 3—What are the disadvantages of the online nursing courses? How to improve these disadvantages?
“I fall asleep easily in the online courses. Home is not a good place for taking a class. I won’t feel that formal sense of face-to-face courses, so I can’t focus, and I’m often distracted by surrounding factors, such as mobile phone and TV. I can’t help watching them. The teacher won’t find out anyway. So the case is that the computer is on but I’m sleeping...” (No. 526)
“Learning or practice of the nursing techniques online is an empty and unrealistic operation. Nursing techniques can’t be touched or seen online, so learning them online is quite abstract. Many techniques cannot be instructed or learned using videos….” (No. 523)
- Question 4—What are the effects of online courses on your learning and intention to engage in the clinical nursing work in the future?”
“With no face-to-face interactions with patients, online courses only provide a recording of demonstrations from teachers, which is far from reality. With no in-person interactions with patients, I’m worried about being unable to communicate well with patients in clinical work. I haven’t mastered the nursing techniques, which may affect my performance in the work. I will feel anxious and stressful regarding my lack of skills when becoming a nurse. I may need to spend more time adapting to clinical work in the future.” (No. 116).
4. Discussion
4.1. Online Courses Are Suitable to Convey Professional Knowledge
4.2. Online Learning of Clinical Practice and Nursing Techniques Has Poor Effectiveness
4.3. Online Courses Hinder Teacher–Student Interactions
4.4. Lack of Practice of Skills in Communication with Patients
4.5. Technical Problems of Computer Equipment and Unstable Internet Connection Are Obstacles to the Effectiveness of Online Learning
4.6. Impact of Online Courses on Students’ Intention to Join the Nursing Workforce
4.7. Limitations
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Variable | n (%) | Attitude toward the Online Courses | Computer Equipment and Operation Skills | ||||
---|---|---|---|---|---|---|---|
MR | ρa/Z b/X2 c | P-hoc | MR | ρa/Z b/X2 c | P-hoc | ||
Age, Mean (SD) | 20.3 (1.6) | 0.055 a | 0.006 a | ||||
Gender | 2.156 b * | −0.566 b | |||||
1. Female | 588 (85.6) | 337.31 | 345.75 | ||||
2. Male | 99 (14.4) | 383.76 | 333.60 | ||||
Academic system | 3.896 b *** | 2.424 b * | |||||
1. Junior colleges | 228 (33.2) | 302.17 | 318.06 | ||||
2. Universities | 459 (66.8) | 364.78 | 356.88 | ||||
Year in school | 22.408 c *** | 1 > 3 | 10.604 c * | No difference between groups | |||
1. 3rd year (Universities) | 255 (37.1) | 385.04 | 374.69 | ||||
2. 4rd year (Universities) | 204 (29.7) | 341.01 | 333.35 | ||||
3. 4rd year (Junior colleges) | 168 (24.5) | 294.61 | 322.91 | ||||
4. 5rd year (Junior colleges) | 60 (8.7) | 318.06 | 308.13 | ||||
Region | 14.232 c *** | 2 > 1 | 7.019 c * | 3 > 1 | |||
1. Northern | 360 (52.4) | 318.19 | 3 > 1 | 327.23 | |||
2. Central | 199 (29.0) | 361.93 | 351.46 | ||||
3. Southern | 128 (18.6) | 388.72 | 379.57 | ||||
Online teaching modes | 4.940 c | 5.831 c | |||||
1. Synchronous | 252 (36.7) | 337.68 | 324.60 | ||||
2. Asynchronous | 9 (1.3) | 487.00 | 447.39 | ||||
3. Mixed | 426 (62.0) | 344.72 | 353.29 | ||||
Variable | n (%) | Perspective on achieving the learning objective | Intention to join the nursing workforce in the future | ||||
MR | ρa/Z b/X2 c | P-hoc | MR | ρa/Z b/X2 c | P-hoc | ||
Age, Mean (SD) | 20.3 (1.6) | 0.043 a | 0.146 a *** | ||||
Gender | 3.595 b *** | −1.498 b | |||||
1. Female | 588 (85.6) | 332.86 | 348.36 | ||||
2. Male | 99 (14.4) | 410.16 | 318.09 | ||||
Academic system | 3.321 b *** | 3.593 b *** | |||||
1. Junior colleges | 228 (33.2) | 308.42 | 307.83 | ||||
2. Universities | 459 (66.8) | 361.67 | 361.97 | ||||
Year in school | 16.145 c *** | 1 > 3 | 17.973 c *** | 2 > 3 | |||
1. 3rd year (Universities) | 255 (37.1) | 379.52 | 345.81 | ||||
2. 4rd year (Universities) | 204 (29.7) | 340.58 | 382.17 | ||||
3. 4rd year (Junior colleges) | 168 (24.5) | 304.58 | 301.52 | ||||
4. 5rd year (Junior colleges) | 60 (8.7) | 316.05 | 325.49 | ||||
Region | 13.052 c *** | 3 > 1 | 1.140 c | ||||
1. Northern | 360 (52.4) | 321.35 | 338.51 | ||||
2. Central | 199 (29.0) | 353.35 | 355.76 | ||||
3. Southern | 128 (18.6) | 393.16 | 341.16 | ||||
Online teaching modes | 1.177 c | 5.624 c | |||||
1. Synchronous | 252 (36.7) | 341.79 | 365.97 | ||||
2. Asynchronous | 9 (1.3) | 414.61 | 315.11 | ||||
3. Mixed | 426 (62.0) | 353.82 | 331.61 |
Item | Agree n (%) | Disagree n (%) | Neutral n (%) |
---|---|---|---|
Compared with traditional classroom teaching, I think online courses are more effective. | 222 (32.3) | 327 (47.6) | 138 (20.1) |
Compared with traditional classroom teaching, I think online courses are more flexible for making learning arrangements. | 540 (78.6) | 59 (8.6) | 88 (12.8) |
Compared with traditional classroom teaching, I think online courses can better attract me to participate in learning | 229 (33.4) | 273 (39.7) | 185 (26.9) |
Compared with traditional classroom teaching, I am more active in online courses. | 188 (27.4) | 304 (44.3) | 195 (28.4) |
Compared with traditional classroom teaching, I prefer online courses. | 297 (43.3) | 226 (32.9) | 164 (23.8) |
I think online courses can replace actual clinical practice courses. | 88 (12.8) | 545 (79.3) | 54 (7.9) |
I think online courses can replace face-to-face courses in nursing techniques. | 84 (12.2) | 555 (80.8) | 48 (7.0) |
I think online courses can fully replace traditional face-to-face teaching. | 109 (15.9) | 497 (72.3) | 81 (11.8) |
I do not think online courses will hinder my discussions with teachers. | 245 (35.7) | 292 (42.5) | 150 (21.8) |
I do not think online courses will hinder my discussions with my classmates. | 248 (36.1) | 286 (41.6) | 153 (22.3) |
I do not think online courses will affect my ability to prepare for future nursing jobs. | 120 (17.5) | 445 (64.8) | 122 (17.7) |
So far, I am satisfied with online courses. | 211 (30.7) | 228 (33.2) | 248 (36.1) |
Item | Agree n (%) | Disagree n (%) | Neutral n (%) |
---|---|---|---|
I have sufficient skills in operating video software, so I can attend online courses on my own. | 542 (78.9) | 53 (7.7) | 92 (13.4) |
Even if there is a problem with the computer equipment, I am still competent enough to solve it. | 420 (61.1) | 148 (21.5) | 119 (17.3) |
I have a stable network at home, which allows me to attend online courses smoothly. | 462 (67.3) | 124 (18.0) | 101 (14.7) |
I have computer equipment at home, so I can use it for online courses. | 596 (86.8) | 27 (3.9) | 64 (9.3) |
Apart from the computer, I have other hardware devices (such as mobile phone and iPad) for online courses. | 591 (86.0) | 33 (4.8) | 63 (9.2) |
My school has provided a stable and smooth platform for online courses. | 325 (47.3) | 188 (27.4) | 174 (25.3) |
My school has provided the information on teaching tools and software for online courses. | 411 (59.8) | 98 (14.3) | 178 (25.9) |
Item | Agree n (%) | Disagree n (%) | Neutral n (%) |
---|---|---|---|
Online courses allow me to achieve my learning objective of professional nursing knowledge. | 327 (47.6) | 162 (23.6) | 198 (28.8) |
Online courses allow me to achieve my learning objective of professional nursing techniques. | 162 (23.6) | 389 (56.6) | 136 (19.8) |
Online courses allow me to achieve my learning objective regarding how to communicate with patients. | 136 (19.8) | 414 (60.3) | 137 (19.9) |
Online courses allow me to achieve my learning objective of operation and practice of nursing techniques. | 93 (13.5) | 508 (73.9) | 86 (12.5) |
Online courses allow me to achieve the objectives of clinical nursing practice (such as performing patient assessments, identifying nursing problems, and executing nursing care measures). | 120 (17.5) | 456 (66.4) | 111 (16.2) |
Collectively, online courses can fully help me achieve my learning objectives. | 133 (19.3) | 397 (57.8) | 157 (22.9) |
Item | Agree n (%) | Disagree n (%) | Neutral n (%) |
---|---|---|---|
I am willing to try clinical nursing work after graduation. | 620 (90.2) | 19 (2.8) | 48 (7.0) |
I planned to engage in clinical nursing work after graduation. | 589 (85.8) | 27 (3.9) | 71 (10.3) |
I have determined to engage in clinical nursing work after graduation. | 583 (84.9) | 27 (3.9) | 77 (11.2) |
Computer Equipment | Learning Objective | Workforce Intention | |
---|---|---|---|
Attitude | 0.391 *** | 0.727 *** | −0.045 |
Computer equipment | 0.322 *** | 0.250 *** | |
Learning objective | −0.134 *** |
Open-Ended Question | Answere | n (%) |
---|---|---|
Question 1 Can online courses fully replace traditional face-to-face teaching during the COVID-19 pandemic? | The online courses did not provide an opportunity to practice their technical skills and patient assessment. | 393/682 (57.6) |
The online courses could not provide the clinical experiences of interaction with patients, affecting their communication skills with patients. | 326/682 (47.8) | |
The online course had too many technical problems such as unstable network communications and unclear images. | 486/682 (71.2) | |
Good teacher–student interactions could not be achieved with online learning. | 468/682 (68.6) | |
Question 2 What are the advantages of the online nursing courses? | Online courses could be watched repeatedly and learned repeatedly. | 487/681 (71.5) |
The students can prepare a flexible plan for their study time. | 578/681 (84.8) | |
The online course makes them less stressed regarding learning. | 349/681 (51.2) | |
Question 3 What are the disadvantages of the online nursing courses? How to improve these disadvantages? | Poor teacher–student interactions. | 425/680 (62.5) |
Poor teaching effectiveness. | 505/680 (74.2) | |
Online courses make the learning of nursing techniques very abstract. | 255/680 (37.5) | |
Lack of formality of face-to-face experience, I am often distracted. | 423/681 (62.1) | |
Question 4 What are the effects of online courses on your learning and intention to engage in the clinical nursing work in the future? | The online courses made me unskilled in nursing skills. | 589/687 (85.7) |
I don’t know how to communicate with patients. | 411/687 (59.8) | |
I worry about my inability to cope with clinical situations. | 602/687 (87.6) | |
I think I need a longer time to adapt to clinical nursing work. | 316/687 (46) |
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Hsu, P.-T.; Ho, Y.-F. Effects of Online Teaching during the COVID-19 Pandemic on Nursing Students’ Intention to Join the Nursing Workforce: A Cross-Sectional Study. Healthcare 2022, 10, 1461. https://doi.org/10.3390/healthcare10081461
Hsu P-T, Ho Y-F. Effects of Online Teaching during the COVID-19 Pandemic on Nursing Students’ Intention to Join the Nursing Workforce: A Cross-Sectional Study. Healthcare. 2022; 10(8):1461. https://doi.org/10.3390/healthcare10081461
Chicago/Turabian StyleHsu, Pei-Ti, and Ya-Fang Ho. 2022. "Effects of Online Teaching during the COVID-19 Pandemic on Nursing Students’ Intention to Join the Nursing Workforce: A Cross-Sectional Study" Healthcare 10, no. 8: 1461. https://doi.org/10.3390/healthcare10081461